Having trained and mentored NQTs for two decades, I am reflecting on the specific challenges they face this year. As I was writing the NACE Essentials Guide for early career teachers (available to preview here or read in full when logged in as a NACE member), I considered how NQTs in particular will be dealing with less preparation than usual as they start their careers. Even in normal times, training on the teaching of more able learners can be marginalised on some teacher training programmes, and as the Early Career Framework does not specifically refer to the more able, this group is at risk of being overlooked.

 

In discussing this with experienced colleagues, there is a feeling generally of teaching being focused on ensuring pupils meet the expected standard, with priority given to pupils close to the expected line. 97s must become 100s. There is less focus on the needs of those already at 114. This is the context for all teachers, but what does this mean for NQTs?

Going into this year NQTs will, to an extent, have had a training and experience deficit – although I do not believe it is insurmountable. An appropriate body assessor I spoke to reported that some headteachers are saying this autumn term is like the NQTs are doing their third training term. The summer term would usually have seen many trainees having taught the full curriculum, including more foundation subjects. Chances are that this time round they didn't. An NQT trainer commented to me that when her cohort rated themselves against the teaching standards the gaps were in assessment and foundation subject knowledge. A lack of subject knowledge is problematic when it comes to extending pupils, particularly for more able pupils where a knowledge of the next stage in the curriculum is vital.

 

With this in mind, I am designing a three-session twilight course for NQTs and reflecting on what this group needs in order to effectively support more able pupils. Understanding what it means to be more able may not be clear to NQTs. This could be an issue if there is a lack of specialist expertise in the school. Is there a designated lead for more able in the school, or is it buried in the job description of an inclusion leader? Reduced focus on more able at the training stage makes it even more important this year that NQTs are clear on the rationale for more able provision.

It takes a whole school to raise an NQT, but a respected, fully trained mentor with time allocated to support the individual NQT is essential. This allows time to focus on specific areas such as more able learners. Training needs to cover all areas, including how to challenge the more able. NQTs may have less contact with other experienced colleagues because of COVID restrictions and there may be problems with observing colleagues and visiting other schools this year to see high-quality more able provision. Using video recordings and being able to talk with experienced teachers about more able is therefore vital, even if at times remotely.

 

It will be important that NQTs do not become stressed over the progress of their more able pupils. They are dealing with enough. Leaders and mentors need to understand mental wellbeing, including stress, and alleviate this by guiding NQTs on what greater depth looks like and the key teaching techniques needed to achieve it. Support is vital.

 

Given these thoughts, my upcoming course needs to ensure that NQTs understand why more able provision is important, guide them on identification, planning and provision, but also be creative in providing practical examples of the type of tasks that will challenge pupils. This needs to be delivered in a supportive and encouraging way with the emphasis on building ideas and techniques without overwhelming NQTs. Sessions will be spaced out across several months to allow for experimentation with ideas and ensure that where gaps existed, they are carefully filled. Challenging for all (not least me!), but achievable.

 

Join the course… Dr Keith Watson’s three-part online course provides CPD and support for new and early career teachers, with a focus on understanding how to identify and meet the needs of more able learners. Find out more and book your place.